• Quick retrieval from earlier learning (Fragments and run-on sentences; Semicolons). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Is this a fragment, a run-on, or a correct sentence? The cake was delicious, everyone wanted another slice. (fragment / run-on / correct sentence) → run-onPrompt: Does it have a main clause (a subject and verb that can stand alone)?
2. Which sentence uses a semicolon correctly? • The film was long, however; it was gripping. • The film; was long however, it was gripping. • The film was long; however it was; gripping. • The film was long; however, it was gripping. (The film was long, however; it was gripping. / The film; was long however, it was gripping. / The film was long; however it was; gripping. / The film was long; however, it was gripping.) → The film was long; however, it was gripping.Prompt: Could the words on each side of the semicolon stand alone as sentences?
3. Which is the correct way to join these two main clauses? • The kettle boiled Mum made tea. • The kettle boiled, Mum made tea. • The kettle boiled: and Mum made tea. • The kettle boiled; Mum made tea. (The kettle boiled Mum made tea. / The kettle boiled, Mum made tea. / The kettle boiled: and Mum made tea. / The kettle boiled; Mum made tea.) → The kettle boiled; Mum made tea.Prompt: A comma on its own cannot join two main clauses (that is a comma splice).

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Sentence boundaries (SAT/ACT). Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which choice completes the text so that it conforms to the conventions of Standard English? The painting, which hangs in the north gallery___ is one of the artist's earliest works.
• Step 1: Sentence boundary questions test whether you can join or separate clauses correctly.
• Step 2: The non-restrictive clause opened with a comma, so it must close with one.
• Step 3: So the answer is: ,
• Answer: ,
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Which choice completes the text so that it conforms to the conventions of Standard English? The researchers tested two hypotheses___ the first concerned diet; the second, exercise. (: / ; and / , / (no punctuation)) → :Prompt: Decide whether each side of the gap is a complete main clause.
2. Which choice completes the text so that it conforms to the conventions of Standard English? The engineer who designed the tower___ studied architecture in Lisbon before moving to Toronto. (, / ; / : / (no punctuation)) → (no punctuation)Prompt: Decide whether each side of the gap is a complete main clause.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Which choice completes the text so that it conforms to the conventions of Standard English? Many species of bamboo can grow almost a metre in a single day___ making them among the fastest-growing plants on Earth. (, / : / . / ;) → ,Prompt: Decide whether each side of the gap is a complete main clause.
2. Which choice completes the text so that it conforms to the conventions of Standard English? Although the village is remote___ it attracts thousands of hikers each summer. (; / : / . / ,) → ,Prompt: Decide whether each side of the gap is a complete main clause.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-9.